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Chapter 3: Degrees and Qualifications Chapter 3: Degrees and Qualifications The European Higher Education Area in 2018 Bologna Process Implementation Report This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA, Education and Youth Policy Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, 2018. The European Higher Education Area in 2018: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union. Printed version EC-01-18-252-EN-C ISBN 978-92-9492-739-2 doi:10.2797/63509 PDF EC-01-18-252-EN-N ISBN 978-92-9492-740-8 doi:10.2797/265898 Epub EC-01-18-252-EN-E ISBN 978-92-9492-741-5 doi:10.2797/091435 This document is also available on the Internet (http://ec.europa.eu/eurydice). Text completed in April 2018. © Education, Audiovisual and Culture Executive Agency, 2018. Reproduction is authorised provided the source is acknowledged. Education, Audiovisual and Culture Executive Agency Education and Youth Policy Analysis Avenue du Bourget 1 (J-70 – Unit A7) BE-1049 Brussels Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: [email protected] Website: http://ec.europa.eu/eurydice FOREWORD The Bologna Process has brought us a long way towards achieving the goals for European higher education set two decades ago. This third edition of the Bologna Process Implementation Report provides clear evidence of change in the higher education landscape. It shows where progress has been made, but also points to the gaps that need to be filled if we are to strengthen European higher education cooperation on the basis of quality and mutual trust. Higher education has been evolving rapidly to respond to fast changing demands. Overall in Europe, we are becoming better educated, as more students have the opportunity to develop the high-level skills and knowledge that our societies require. Thanks to the Bologna Process and the Erasmus+ programme, students have become more mobile, and can benefit from study and employment opportunities abroad. Yet we also face challenges in this changing environment: How do we recognise and reward good teaching as well as good research? How do we ensure that young people from disadvantaged backgrounds can access and successfully complete higher education? How do we remove burdensome recognition procedures to ensure that students and graduates can be mobile? And how do we increase the relevance of higher education programmes for a labour market that is in a state of permanent transformation? The Bologna Process provides a space for countries to discuss these challenges, and this dialogue remains critical. Twenty years ago four countries signed the Sorbonne Declaration, initiating a wave of coordinated higher education reform through the Bologna Process. Now ministers from 48 European countries will gather in Paris to take stock of our current situation, and to discuss the path forward. This geographical evolution illustrates the impact the Bologna Process has had – and it highlights Europe’s potential to set high standards for modern and relevant educational provision. The Bologna Process has not only inspired change within European higher education, but also across other world regions. This is important to recognise, as today, more than ever, Europeans have to embrace an increasingly complex and inter-connected global reality. We should of course be proud of our achievements. But we must not be complacent. We need to redouble our efforts to bring Europe's higher education institutions, researchers and students even closer together. The technical goals of the Bologna Process – converging degree structures, shared standards for quality assurance and common recognition practice – were never ends in themselves. Rather they were the preconditions for ensuring that we understand and trust each other's higher education provision, enabling us to work together in a more seamless way. This is what our young people demand, this is what our economies require and this is what our societies need. The European Commission’s role is to support, but also to drive positive change. And this is why we have been working on proposals to create a European Education Area by 2025. Our ambition is to 3 enable EU Member States to intensify and accelerate their cooperation in areas such as mobility, multilingualism, innovation and mutual recognition of diplomas, and thus also to provide inspiration to non-EU countries to follow. Our vision for 2025 is of a Europe in which learning, studying and doing research will not be hampered by borders and in which people have a strong sense of their identity as Europeans. Where the Bologna Process has provided stable foundations, we must now build on them. Yet where the foundations are still not stable, we must secure them. The Commission's actions will aim both at working jointly with the EU Member States towards the European Education Area and at strengthening the Bologna process with all partner countries. Tibor Navracsics Commissioner for Education, Culture, Youth and Sport 4 CONTENTS Foreword 3 Table of Figures 5 Executive Summary 13 Introduction 17 The Bologna Process 17 Report outline 19 Chapter 1: The European Higher Education Area Landscape 21 1.1. Student population 22 1.2. Higher education institutions and staff 29 1.3. Expenditure on higher education 32 1.4. Values and governance 40 1.5. Conclusions 46 Chapter 2: Learning and Teaching 47 2.1. National and institutional strategies 48 2.2. Credits and learning outcomes 50 2.3. Modes and forms of study 66 2.4. Learning in digital environments 74 2.5. Teaching in new learning environments 83 2.6. Conclusions 91 Chapter 3: Degrees and Qualifications 93 3.1. Implementation of a common degree structure 94 3.2. Transparency of qualifications: Diploma Supplement and national qualifications frameworks 113 3.3. Conclusions 125 Chapter 4: Quality Assurance and Recognition 127 4.1. Quality Assurance 128 4.2. Recognition 142 4.3. Conclusions 151 Chapter 5: Opening Higher Education to a Diverse Student Population 153 5.1. Access and participation 154 5.2. Attainment and completion 193 5.3. Conclusions 214 Chapter 6: Relevance of the Outcomes and Employability 215 6.1. Graduates on the labour market: transition from education to work 216 6.2. Policies for enhancing graduates' employability 230 6.3. Conclusions 240 Chapter 7: Internationalisation and Mobility 241 7.1. Policies for internationalisation 242 7.2. Student Mobility 249 7.3 Staff mobility 274 7.4. Conclusions 276 5 Glossary and Methodological Notes 279 I. Codes, abbreviations and acronyms 279 II. General terms 280 III. Statistical terms 289 IV. Data sources 298 V. Notes on figures 303 References 317 Acknowledgements 323 6 TABLE OF FIGURES Chapter 1: The European Higher Education Area Landscape 21 Figure 1.1: Number of students enrolled in tertiary education by ISCED level, 2014/15 23 Figure 1.2: Percentage change in the total number of students enrolled in tertiary education between 2009/10 and 2011/12 and between 2012/13 and 2014/15 25 Figure 1.3: Enrolment rates in tertiary education for the 18-34 years old (% of the total population aged 18-34), 2008/09, 2011/12 and 2014/15 27 Figure 1.4: Demographic projections in steering documents for higher education policy, 2016/17 28 Figure 1.5: Number of higher education institutions in the EHEA, 2016/17 29 Figure 1.6: Percentage change in the total number of academic staff between 2000 and 2016 30 Figure 1.7: Academic staff by age groups (%), 2015 31 Figure 1.8: Female academic staff (%), 2000 and 2016 31 Figure 1.9: Annual public expenditure on tertiary education as a % of GDP, total with R&D and total without R&D, 2014 33 Figure 1.10: Annual public expenditure on tertiary education as a % of total public expenditure, 2008, 2011, 2014 35 Figure 1.11: Yearly changes in real public expenditure on tertiary education between year 2011 and year 2015 (price index 2010=100) 36 Figure 1.12: Annual public and private expenditure on public and private tertiary education institutions, per full-time equivalent student in PPS, 2008, 2011 and 2014 37 Figure 1.13: Annual public expenditure on public and private tertiary education institutions, per full-time equivalent student in euro, 2014 38 Figure 1.14: Annual public and private expenditure on public and private education institutions on tertiary education, per full-time equivalent student in PPS relative to the GDP per capita in PPS, 2008, 2011 and 2014 40 Figure 1.15: Legal authority to appoint and/or dismiss higher education institution executive heads (rectors) and some categories of higher education staff (e.g. professors), 2017 43 Figure 1.16: Decision making regarding the development of new higher education programmes, 2017 44 Figure 1.17: Support for higher education institutions to promote gender equality, political and religious tolerance, and democratic and civic values, 2017 45 Chapter 2: Learning and Teaching 47 Figure 2.1: Expectations towards higher education institutions specified in national learning and teaching strategies (% of institutions reporting that there is a national strategy in place), 2017 48 Figure 2.2: Elements included in institutional learning and teaching strategies (% of institutions reporting that there is an institutional strategy in place), 2017 49 Figure 2.3: Credit system used for the accumulation and transfer of credits, 2016/17 51 Figure 2.4: Share of higher education institutions using ECTS credits for accumulation and transfer, first- and second-cycle programmes, 2016/17 52 Figure 2.5: Share of first-
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